CHAS Booklet 2019 Sem1 - JH Updates (16) PDF

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Curtin Health Academic and Study Guide (CHAS) Updated 28/02/2019

Contents Page 1.0 Word processing and formatting requirements

1

1.1 Submission types

1

1.2 Formatting and presentation (both online and hardcopy submissions)

1

1.3 Title page - Essential components

4

1.4 Contents page - Format

4

2.0 Academic writing - Essentials

5

2.1 Use credible scholarly sources for your information

5

2.2 Use academic language

6

2.3 Sentence structure and punctuation

6

2.4 Paragraph structure

6

2.5 Academic english language conventions

7

2.6 Effective and inclusive language-reducing bias in your writing

10

3.0 Maintain academic integrity - Paraphrasing and quoting Information

15

3.1 Plagiarism Checklist

15

3.2 Citing and referencing

16

3.3 Reference list at completion of your document

17

4.0 Categories of academic writing tasks

18

4.1 Research paper (Scientific essay)

18

4.2 Academic essay - Analytical, exegesis or argument?

21

4.3 Reflective writing - Two different styles

23

4.4 Reports (Research reports)

23

4.5 The summary

26

4.6 The synthesis

277

4.7 The literature review

277

4.8 The case study

277

4.9 The annotated bibliography

27

5.0 Unit-specific assignment instructions

27

6.0 Submitting assignments to blackboard

28

6.1 Blackboard submissions

28

7.0 Turnitin - Plagiarism detection

28

8.0 References

29

APPENDIX I

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APPENDIX II

31

APPENDIX III

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APPENDIX IV

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APPENDIX VI

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Curtin Health Academic and Study Guide (CHAS) ASSIGNMENT PRESENTATION AND SUBMISSION Standards Expected at University Level 1.0 Word Processing and Formatting Requirements Check your unit outline for any specific assignment requirements. Generally requirements are based on the APA formatting guide 2010 (**denotes modification to this).

1.1 Submission types. There are many types of assessment, most commonly you will need to submit online however you may be required to submit artefacts or posters. Please follow the submission guidelines as published by your unit coordinator (UC) carefully. 1.1.1 Online submissions. Unless otherwise stated, written assignments need to be submitted via Blackboard as a single Microsoft Word (.doc or .docx) document. No multiple file submissions or multiple attachments permitted (see Section 6.0). 1.1.2 Hard copy submissions. Any “hard copy” assignment submissions must be word-processed and printed on one side of an A4 plain white page. Remember to always back up your work and keep a copy saved. Original copies are required - photocopies are unacceptable. Use a single, secure staple in the top lef t ‐hand corner (if hard copy is required for submission) to k eep the a ssig nm ent together. If the assignment is too large for a staple, it can be bound. Do not use coloured paper or place pictures or borders on the title page. Do not use any other text font or colour other than black. Do not insert your essay into a file, folder or plastic sheet protector ‐ unless requested to do this by your tutor/lecturer. Many tutors/lecturers dislike these as they make assignments heavier and it is more difficult for them to write comments or marks directly onto the pages. Please note: There may be different requirements for written documentation that accompanies oral presentations/ posters etc. Refer to unit specific requirements for each assessment task.

1.2 Formatting and presentation (both online and hardcopy submissions). In general, first year submitted academic writing tasks require the following: 1.2.1 ** Footers.

2 A ‘footer’ is a line of text inserted into the bottom margin or each page which will add to the security of your submitted assignments. It is created using the ‘View’ drop-down menu and the ‘Header and Footer’ functions of Microsoft Word. Use the ‘footer’ to clearly display requirements such as your name and/or student number and submission date on every page of your assignment. Please confirm these requirements with your respective unit coordinators as some may require a student number only in the footer. 1.2.2 Line justification. Lines of text should be ‘left justified’, including the references. 1.2.3 ** Line spacing. Use 1.5 line spacing for the entire paper. The only exception is between separate references on the reference list. A double space should be used between items on your reference list. 1.2.4 Font. Use Times New Roman size 12 or Arial size 11 fonts only, as they are “non-cursive” and the easiest to read, particularly in electronic format. 1.2.5 ** Page numbering. Page numbers need to be started sequentially on the first page of the body of the assignment. (i.e. after the title page, contents page or abstract page). Page numbers should be inserted in the top right hand corner of each page (from the Introduction page). To help number your pages correctly you may need to insert section breaks in your document so you can start numbering from the correct section (your cover page and contents page would be the first section and the rest of your assignment the second section). In the most up to date Microsoft Word software, section breaks can be found under the ‘Page Layout’ tab, you need to insert a ‘next page’ break. See Appendix III for details. 1.2.6 Margins. Allow margins of 2.5 cm at the top, bottom and sides of your page. 1.2.7 URLS. In general, there should be no URLS used as citations in the body of your assignment. In your reference list at the end of the paper, any URLS should be in black font and not underlined and not hyperlinks. Use the ‘remove hyperlink’ function in Microsoft Word to do this in the final list. 1.2.8 **Headings and subheadings. If headings are specifically required in your writing task, use the same font as the text. There are 5 levels of headings (see Table 1): Note justification, bolding, italics and punctuation as required.

3 Table 1 Levels of Headings

Level

Numbering

1

NIL

Format of heading

Common examples

Centred, Boldface, Uppercase and Lowercase Headings

Title of Essay on Title Page/ Title of Essay on Introduction Page

2

1.0

Flush Left, Boldface, Uppercase and Lowercase Heading

1.0 Beginning of Assignment

3

1.1

Indented, boldface, lowercase paragraph heading ending with a period.

1.1 Paragraphs under major headings.

4

1.1.1

Indented, boldface, italicised, 1.1.1 Paragraphs under subheadings. lowercase paragraph heading ending with a period.

5

1.1.1.1

Indented, italicised, lowercase paragraph heading ending with a period.

1.1.1.1 Paragraphs under sub -subheadings.

Please note: The ‘contents page’ of a writing task is Level 2 heading without decimal numbering.

1.2.9 ** Decimal numbering. Decimal numbering should be used consistently with headings and subheadings within scientific research papers and reports. See Categories of Academic Writing Tasks, Section 4.0. Your specific unit may provide exemplar cover pages, title pages via unit specific Blackboard information. See Appendices I and II for some examples, but do not use these as templates. 1.2.10 Word count. If a lecturer/tutor has asked for a specific number of words, place the word count in brackets at the end (on a separate line) after the conclusion. The word count also needs to go on your cover page. Word counts DO NOT include the reference list or the contents page. Word counts DO include in-text citations, tables and quotes. It is usual to allow +10% with no marks penalty. 1.2.11 Proof read and back-up your work. Proof read all of your work for typing, punctuation, grammatical errors, spelling errors and logical flow before it is submitted. Do not trust Microsoft Word spell check alone.

4 For example: “three weeks after conception…..” compared to “three weeks after contraception….”. Please note: Always keep a hard copy or save to a USB, cloud service or your hard drive. Never submit your only copy. Assignments can be lost if computers are damaged or stolen. USB sticks can be lost or damaged or files corrupted. Always back up your work and keep multiple copies. Extensions may not be granted due neglect of backing up your work.

1.3 Title page - Essential components. This must contain: • • • • • • • • • • •

assignment title/research question; student name; Curtin student number; student email address; student course or school; title and number of unit (and module, if applicable); name of lecturer or tutor; submission or due date written in full: day, month and year; declaration (see below and Appendix exemplar); signature (can be typed or scanned back in to your Word doc); date of signing.

Please note: Make and sign a plagiarism declaration. This declaration states that an assignment is the original work of the student who submits it and that it has not been submitted for assessment in any other unit or course. This is done by inserting the paragraph included on the cover page. It also involves reading the Student Guide to Avoiding Plagiarism (see Section 3). Find out the correct spelling of your lecturer’s / tutor’s name. Please ask your tutor or the unit coordinator if you are unsure of your tutor’s name. • • •

See exemplar title/cover page provided in Appendix I. Do not place pictures or borders on the title page. Do not use text colours other than black. 1.4 Contents page - Format.

For long assessments with several headings and subheadings, a table of contents may be useful or required. This is placed on a separate page after the title page and labelled ‘Contents’ rather than ‘List of contents’ or ‘Table of contents’. The title ‘Contents’ should be left justified at the top of the page and the same size font as the rest of the text. The use of numbered headings and sub-headings in the contents page enables the reader to clearly see both the plan of the assignment and its logical sequence. The contents page itself , however, should not extend beyond three heading levels (main heading, section heading, subsection heading) as this tends to obscure rather than clarify an assignment’s structure.

5 There is no page number given to the cover, title or contents pages. The page numbers assists the reader to find sections in the text of the paper. Page numbering begins on the first page of text. For instructions on how to enter correct page numbering-See Appendix III. To format a contents page use either the ‘Insert Table of Contents’ function in Microsoft Word or create a table with 2 columns (one for headings and one for page numbers) then remove the borders so it does not look like a table. This will align the page numbers correctly.

2.0 Academic Writing – Essentials Tertiary level writing involves formal English conventions. This is particularly the case in health sciences. Writing is not considered to be academic if it does not meet the following criteria.

2.1 Use credible scholarly sources for your information. Unless otherwise stated by your specific unit coordinator: • • •

• •

•

Where possible use recent, original, peer-reviewed, reputable published research. Avoid general internet searches in first year. Various .com, .org, sources and some others may appear “reputable” but are not viewed as “scholarly”. Be careful to avoid sites that may have credible information but are written for the general public rather than an academic audience. For example: Better Health Channel, Wikipedia etc. See Appendix IV for more examples of non-reputable sources for academic writing. Emphasis should be on using the Curtin University library and the Curtin Libguides to develop good search strategies for your future university studies. Do not use ‘fact sheets’ - these constitute summaries of research and other findings and are thus not regarded as ‘original’ or scholarly. While these may be a good place to start reading about a topic, do not use ‘fact sheets’ as a source in academic writing. Books need to be less than 10 years old and journal articles should be less than 5 years old.

You may be required to evaluate the quality (level or hierarchy of evidence) of your sources in some units e.g. Evidence Informed Health Practice. You will be given specific advice on how to do this. 2.1.1 Do not use secondary sources. Secondary sources are those that cite primary sources for their information. For example, if you are reading a journal article by Smith and White (2010) who cites information from Kessler and Curtis (2008) and you want to use this cited information then you need to find the primary or original source of the information (being Kessler and Curtis, 2008). The only exception to this rule is if the primary source is no longer in print or inaccessible. 2.1.2 Do not use “non-reputable” sources. See Appendix IV for examples of non-reputable sources for IPFY Health Sciences writing tasks. These include most general internet searches and “.coms”, fact sheets, blogs as well as others listed in Appendix IV. There may be a few exceptions, but first year unit coordinators will inform you of these. If in any doubt, you must confirm the credibility of the source with the relevant unit coordinator. If students use non-reputable sources for research their papers would be viewed as non-academic and marks deducted accordingly.

6 Beware of “n.d” sources. This indicates “no date” which usually infers no traceable reliable research and often no declared or contactable author. Remember the focus in first year is on learning to search for scholarly sources. ‘Anonymous’ is not acceptable as an ‘author’ in university level writing.

2.2 Use academic language. Your writing needs to be clear, concise and in the required formal academic style appropriate for the relevant discipline. See Section 2.5 “Academic English Language Conventions” for details.

2.3 Sentence structure and punctuation. In English, sentences require a sensible, grammatically correct structure. 2.3.1 Clear sentences. Use short, clear sentences and simple words when possible. You must proof read to ensure you have not repeated yourself or included sentences that do not make sense. 2.3.2 English conventions and punctuation. Commonly accepted grammar and punctuation includes the following: • •

End ideas with a full stop rather than a comma. Never begin a sentence with numerals or lower case abbreviations, although a sentence can begin with a capital letter acronym, such as WHO (which is sometimes pronounced as a word), or an initialisation such as SBS (which is not pronounced as a word).

2.4 Paragraph structure. There are certain essential components when writing your paragraphs. To avoid irrelevant ideas and straying from your topic, you need to think about how you will construct each paragraph as well as the overall structure of the paper to create good ‘flow’ of writing. 2.4.1 Discuss one main idea per paragraph. Paragraphs should be composed of several short sentences that relate to a single idea (Grellier & Goerke, 2010). A paragraph should contain one idea supporting the topic sentence. The first few sentences of a paragraph explain the idea and the last sentence concludes the idea. 2.4.2 Use in-text citations often. In-text citations are required for each piece of information retrieved from other authors. See Section 3.2 for details. 2.4.3 Keep paragraphs succinct. While it is important to discuss one main idea in each paragraph, good links need to be made to subsequent paragraphs. If the link develops into a different idea, it is time to begin a new paragraph. Do not write one-sentence paragraphs.

7

2.5 Academic English language conventions. IPFY written papers will usually require formal academic English. You will be advised when formal English is not required. Exceptions may include reflective writing tasks. See Section 4.3 “Reflective Writing” for details. Formal English requirements include: 2.5.1 Write in the third person unless otherwise advised. This means that while a student may be expressing his or her opinion based on evidence from the scientific literature, words such as: "I", "me", "my", "our" or "we" are not used. This is particularly the case in scientific essays (Research Papers). See Section 4.1 “Research paper” for details. For example: Write... "The main issues outlined by researchers are…", rather than "I think that the main issues are…" or “in this paper I will be discussing….” Exceptions may include reflective writing tasks. See Section 4.3 for details. 2.5.2 Use the correct verb tenses. Most writing in health science assignments is in past tense (e.g., "Jones (2003) described…") or present perfect tense if published recently (e.g., "The authors have described…"). This is because the information sourced was written in the past before being read and reported by students. Exceptions that may be written in present or future tense are: • A direct quote. • A report on the current state of affairs within a body of literature, an area of research or the results of an experiment. For example, “Current research confirms previous findings and will lead to…” and “The results of experiment three indicate…”; • A standard or guideline that has been set and which remains pertinent is being discussed. For example, the dietary guidelines for Australians (National Health and Medical Research Council [NHMRC], 2013, p. 5) provide advice to the general population about healthy food choices and recommend that Australians “enjoy a wide variety of nutritious foods” (NHMRC, 2013, p. 5). 2.5.3

Use the ‘active voice’ rather than the ‘passive voice’.

These terms refer to the ‘nouns’ in your sentences (Grellier & Goerke, 2010, p.148). It is considered more academic to use active verbs: • •

“The students conducted many experiments” “The author suggests that findings were significant”;

rather than: Passive verbs: • •

“Many experiments were conducted by the students” “The findings were suggested to have been significant”.

2.5.4 Numbering conventions.

8 Write the numbers one to nine in words. Figures (numerals) are used to express numbers from 10 onwards, unless they start a sentence, title or text heading in which case they must be written in words (Snooks et al., 2002). Figures are acceptable to use for numbers between one and nine when used: • as a label, and especially if it denotes a specific place in a numbered series (e.g., Appendix 2, Table 1, Figure 4, p. 7, row 5); • with numbers greater than 10 that appear in the same sentence or paragraph (e.g., 3 out of 25 subjects, 2 out of 220 responses); • as a unit of measurement or currency (e.g., 7 km, 1 kilogram, $2.25) • in a Table or Figure; • as date or time; • to explain sample/population size or the number of subjects/participants in a study; • as a percentage or ratio (APA, 2010, p.122; Snooks et al., 2002). The APA system (2010) recommends that percentages always be written in numbers followed by the percent symbol (e.g., 5%). The word “percentage” should only be used when there is no number given (e.g., in order to determine the percentag...